Factors Influencing Mathematical Anxiety among Undergraduate Students in the Faculty of Arts (Special Reference to Higher Education Institutes Sri Lanka)

Abstract

This study examines the influence of factors on mathematical anxiety among undergraduates in Arts Faculties, focusing on higher education institutions in Sri Lanka. In a technologically advanced society, proficiency in mathematics is crucial for success in the Science, Technology, Engineering and Mathematics (STEM) employment sector. Mathematical anxiety negatively affects an individual’s physical and cognitive functioning, leading to low achievement in mathematics. The consequences of low mathematics achievement can have devastating consequences for an individual’s career in STEM fields that require high levels of mathematics. This article will provide a review of the prevalence of mathematics anxiety, its historical development, as well as the etiological factors such as cognitive and affective, genetics and missed opportunities. This study was conducted using a quantitative approach, collecting data from 99 undergraduate students from three Sri Lankan universities using a simple random sampling method through a structured questionnaire. Structural equation modeling, a statistical analysis technique, was used to explore the relationship between mathematical anxiety and influencing factors. The study concludes that targeted interventions such as anxiety management workshops and curriculum reforms are essential to reduce these influencing factors and expand students' academic and career opportunities.